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RECEPTIVE AND EXPRESSIVE SINGLE WORD VOCABULARY ERRORS OF PRESCHOOL CHILDREN WITH DEVELOPMENTAL DISABILITIES

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Date Issued:
2017
Abstract/Description:
Vocabulary growth during the preschool years is critical for language development. Preschool children with developmental disabilities often have more difficulty with learning and developing language, therefore making more errors in vocabulary. It is important to recognize what type of errors children are demonstrating, especially as it relates to receptive and expressive language abilities. This study explores the error patterns preschool children with developmental disabilities make during receptive and expressive single word vocabulary tests. A secondary analysis of preexisting data was conducted from a sample of 68 preschool children with developmental disabilities ranging in severity. Based on a coding system developed by the author, errors were classified according to type. The majority of the errors children made were classified as No Response types of errors, with the second most common error being Semantic Perceptual errors of receptive and expressive picture naming tasks. Understanding the types of errors preschool children with disabilities make will help to enhance their language and therapy needed to thrive as a learner, especially as they begin elementary school.
Title: RECEPTIVE AND EXPRESSIVE SINGLE WORD VOCABULARY ERRORS OF PRESCHOOL CHILDREN WITH DEVELOPMENTAL DISABILITIES.
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Name(s): Hirn, Juliana L, Author
Towson, Jacqueline, Committee Chair
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2017
Publisher: University of Central Florida
Language(s): English
Abstract/Description: Vocabulary growth during the preschool years is critical for language development. Preschool children with developmental disabilities often have more difficulty with learning and developing language, therefore making more errors in vocabulary. It is important to recognize what type of errors children are demonstrating, especially as it relates to receptive and expressive language abilities. This study explores the error patterns preschool children with developmental disabilities make during receptive and expressive single word vocabulary tests. A secondary analysis of preexisting data was conducted from a sample of 68 preschool children with developmental disabilities ranging in severity. Based on a coding system developed by the author, errors were classified according to type. The majority of the errors children made were classified as No Response types of errors, with the second most common error being Semantic Perceptual errors of receptive and expressive picture naming tasks. Understanding the types of errors preschool children with disabilities make will help to enhance their language and therapy needed to thrive as a learner, especially as they begin elementary school.
Identifier: CFH2000261 (IID), ucf:46010 (fedora)
Note(s): 2017-05-01
B.S.
College of Health and Public Affairs, Communication Sciences and Disorders
Bachelors
This record was generated from author submitted information.
Subject(s): developmental disabilities
preschool children
language
semantic errors
picture naming
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFH2000261
Restrictions on Access: public
Host Institution: UCF

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